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Outside the Dyad Outside the dyad. An Ethnographic Journey Beyond Attachment, with African-Caribbean Families in London. Francesca Zanatta Supervisor: Professor Roland Littlewood University College London A thesis submitted in partial fulfilment of the requirements of The University College London, for the Doctorate in Psychiatry 1 I, Francesca Zanatta, confirm that the work presented in this thesis is my own. Where information has been derived from other sources, I confirm that this has been indicated in the thesis. 2 Abstract For over one hundred years, Western Psychology has been preoccupied with developing an understanding of the dyad par excellence: mother and child. This thesis explores the cultural validity of attachment theory and the concept of the dyad in families of African Caribbean heritage in London, UK. This is developed through the juxtaposition of an ethnography of emic perspectives and experiences of Caribbean families in London, and a series of semi-structured interviews and group discussions with practitioners from fields of relevance. The thematic analysis of the data collected puts forward conflicting interpretations, between practitioners and families, on three common themes: the meaning of being Caribbean, family bonds, and attitudes towards society. The discussion of these three themes, and divergent perspectives of participants, indicates that the key tenets of attachment theory (maternal sensitivity, quality of care and stability of attachment) are not representative of the experiences and perspectives presented by the families. Considering these results, I formulate a possible alternative theoretical framework to represent and theorise dynamics in Caribbean families: fluctuant attachment. Whilst this new framework, based on three themes identified by families as central to their experiences, wishes to limit stereotypical interpretations of family bonds; it fails to recognise children’s role in these relations. In my conclusion, following a 3 Foucaldian deconstruction of attachment theory, I argue for the necessity for Childhood Studies to be a field of critical theory, based on children’s rights, and to develop new theoretical frameworks that recognise children as active agents. 4 Acknowledgments This thesis has been a journey of reflection and development, not only in academic terms, but also personal and professional. This would have not been possible without the families and practitioners who welcomed me so warmly and shared their knowledge and experiences so generously. I thank the children above all, for teaching me to listen, question and reflect with them. They have shaped the practitioner I am today. In this journey I have been inspired, supported and encouraged by a great deal of incredible people, to whom I am deeply grateful. First and foremost, my sincerest thanks to professor Roland Littlewood, my supervisor and magister, who guided me through this journey with patience, wisdom and persistence. Thank you for always challenging me to think outside the boundaries of predictability. A note of thanks to Mrs Moriarty, Dr Bridgeman, Alex and Dan for helping with the editing. To my British family of queers, for making London my home. Special gratitude and affection goes to Elisa, Sonia, Daniel K., Teresa, Silje, Morgan, Joey and Alex for being inspirational commentators and supportive associates, in academia as in life. To my dad, my mum, Fede and Chiara for mothering me, each in their own unique way. For believing in me, encouraging me to be stubborn and brave, for sharing your love in books, music and people. You are a wild bunch and I am lucky to call you home, regardless of where we are in the world. To Dan, for your warmth, your heart and the music. Your strength grounded me and inspired me complete to this work. Thank you for being what I am yet to know and for understanding and accepting me more than I ever will. 5 Table of contents Table of Figures ....................................................................................................... 9 Introduction: Setting the scene ............................................................................ 10 African Caribbean Families .......................................................................... 12 Attachment Theory ...................................................................................... 15 Researching Attachment and (M)other Culture(s) ....................................... 19 Methodological Considerations: from theory to fieldwork .......................... 21 Structure of the Study ................................................................................. 24 Chapter 1: Methodology Contextualising the research question: culture and attachment…………….27 Research paradigm and approach…………………………………………...…31 The study………………………………………………………………………… 38 The field..………………………………………………………………………… 39 Access to the Field & Participants ……………………………………………..41 Data collection methods…………………………………………………………45 Thematic Conversations with practitioners …………………………………...49 Fieldwork in Jamaica …………………………………………………………… 50 Ethical Considerations & Reflecting on my role as researcher …………… .51 Part I: Childhood, Family & Dynamics in Contexts, in The Caribbean and in the UK Chapter 2: Family in the Caribbean ………………………………………………….57 Traditional views on the concept of family .................................................. 59 Household Composition .............................................................................. 62 The male figure: boys and fathers ............................................................... 69 The female figure: daughter, head of the household or sexual predator .... 75 Chapter 3: Caribbean childhood in context ....................................................... 81 In the household .......................................................................................... 97 In the school ................................................................................................ 89 In the church ................................................................................................ 91 Chapter 4: Caribbean families in London ............................................................ 97 6 In the household .......................................................................................... 97 One family, many homes ................................................................ 103 Many families, one household ........................................................ 116 Intergenerational household ........................................................... 126 Nuclear family household ............................................................... 135 Social stability VS biology .............................................................. 140 Chapter 5: Caribbean childhood in context in London .................................... 142 In the church ............................................................................................... 142 Church as community aggregator .................................................. 143 Church as cultural habit .................................................................. 149 Church as support for families ....................................................... 154 In the street ................................................................................................ 157 Chapter 6: Caribbean childhood in context, practitioners’ perspectives ...... 161 In the school ............................................................................................... 162 In group discussion with practitioners ....................................................... 167 Jalyn ................................................................................................ 167 Mayra, Nick and Samantha ............................................................ 173 In conversation with practitioners ............................................................. 179 African Caribbean(ish?) ................................................................... 181 Can’t buy him love .......................................................................... 185 Rely or resist ................................................................................... 190 Part II: Beyond the dyad; the experiences of children and families in the UK Chapter 7: How to spot a Caribbean, pride in cultural specificity .................. 196 Pride in identity ........................................................................................... 198 Pride in appearance ................................................................................... 206 Pride in attitude .......................................................................................... 215 Pride in values ............................................................................................ 223 Chapter 8: Family ties and dynamics ................................................................ 229 Can’t buy him love; materialistic affection ................................................. 231 ‘As long as she knows where to go’: floating responsibilities, shifting roles ............................................................................................................ 238 ‘You can’t pick your family, but you can make it’ ....................................... 255 7 Chapter 9: ‘Like boats sailing in adverse weather’ .......................................... 261 Rely ............................................................................................................
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